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- EDUCATION FOR PEACE IN PRIMARY EDUCATION: EXPLORING THE ROLE OF ILLUSTRATIONS IN UNDER THE SAME MOON, BY JIMMY LIAOPublication . Melão, DulceThe conflicts that have erupted around the world in the last decade call for rethinking how to foster peace in educational contexts. In primary school, mediating conflicts daily increasingly requires finding strategies to resolve them and the role of the teacher in this process stands out. Children's literature can be a valuable aid for discovering paths that shed light on the importance of peace in its multiple layers of meaning, contributing to nurture care. Contemporary picturebooks, mainly for the multiple ways they integrate visual and verbal elements, are relevant resources to address peace, encouraging critical thinking. In the light of the above, the fundamental aim of this paper is to investigate how the implementation and development of reading paths based on Jimmy Liao's picturebook Under the same moon (2023) can contribute to understand the multifaceted and central nature of peace education, promoting its maintenance. The paper's theoretical and curriculum framework includes international studies and reports on peace education, as well as research into the role of picturebooks in addressing conflict and peace. Methodologically, particular emphasis is placed on the illustrations, focusing on how they can reverberate ways of caring that make it possible to recognize the multidimensionality and relevance of peace. Additionally, the role played by the characters of the narrative to reinforce the need to share kindness is analyzed, bringing about ways of interactions with the illustrations that foreground building peace. The routes pursued through the analysis undertaken point to ways of increasing education for peace by implementing reading strategies that contribute to increase aesthetic appreciation, using the picturebook, due to the refined and delicate investment in the thought-provoking illustrations. The characters’ actions throughout the narrative shed light on the importance of caring for each other, fostering a manifesto for peace, foregrounded on the calligraphy of affection that the illustrations continuously stimulate, contributing to enhance the relevance of building the common good. The paths undertaken also suggest that providing pre-service teachers tools for rethinking education for peace using picturebooks in the classroom, highlighting and exploring the illustrations, might encourage children's commitment to an active citizenship participation, increasing their desire to care for the planet, in a renewed and innovative way.
- DIGITAL TOOLS FOR FOREIGN LANGUAGE LEARNING IN HIGHER EDUCATION IN PORTUGAL: IMMEASURABLE OPPORTUNITIES AMIDST MULTIPLE CHALLENGESPublication . Delplancq, Véronique; Costa Lopes, Ana Maria; Oliveira, Isabel; Martins, Joana; Pereira, José; Martin, Justine; Casañ Pitarch, Ricardo; Gillain, Romain; Amante, Susana; Fidalgo, SusanaPedagogical innovation in higher education (HE) is a delicate subject that has already been the object of many studies. Today, it is clear that students must play a very active role in their own learning, in a process that is both increasingly individualised and collaborative, in line with the ever-changing demands of the labour market and society as a whole. Pedagogical innovation can be based on various active methodologies which rest upon numerous tools, among which digital tools currently hold a prominent place. However, it is undeniable that the various studies have attempted to draw firm conclusions about the advantages and disadvantages of the different methodologies. What's more, there are so many digital tools readily available to users on the internet that it is often difficult to make a reasoned choice that will guarantee real benefits in terms of learning outcomes right from the beginning of the work with students. In fact, each student has their own particular needs and reactions. This means that teachers need to be highly flexible and able to quickly adapt the teaching sequences they had prepared. They also need to be familiar with a wide range of active methodologies and digital tools to support students' work and they must be constantly updated to keep pace with the demands of emerging technologies. The challenges are many, but they guarantee motivation for all those involved in the educational process. This article is intended as a contribution to the discussion on the implementation of active methodologies for foreign language (FL) learning in HE, supported by a wide range of up-to-date digital tools. The experiment presented, which is the result of projects developed at the School of Education (ESEV) of the Polytechnic Institute of Viseu (Portugal), took place during the second semester of the 23-24 academic year, as part of a FL curricular unit (CU) (English and French) of the 3-year degree course in Media Studies, with a group of 25 second-year students. The general aim of this CU is to deepen the communicative skills pertaining to the career paths of these students, by mobilising the professional skills of these forthcoming media professionals. Other skills, such as the cultural and intercultural skills inherent to FL, are also worked on. The preferred methodologies are project-based learning, mobile learning, flipped learning, gamification and peer assessment, within a collaborative and constructive environment. In addition to these obvious hard skills, soft skills such as creativity, flexibility, empathy, critical thinking, interpersonal skills are all part of the learning progress. The study shows the evolution of the didactic sequence developed at the beginning of the semester, justifies the decisions taken towards the achievement of positive didactic repercussions particularly with regard to the choice of the digital tools used (for the production and dissemination of documents drawn up by the students or for gamification), systematises the reasons for the adaptation throughout the semester and outlines the difficulties encountered, as well as the advantages of these teaching choices from the point of view of the student, the teacher and the assessment procedures. It concludes with prospects for future research, in particular by considering AI as an inevitable asset within teaching-learning contexts.
- Digital tools for foreign language learning in higher education in PortugalPublication . Delplancq, Véronique; Costa Lopes, Ana Maria; Oliveira, I.M.; Martins, Joana; Pereira, José; Martin, J.; Casañ Pitarch, R.; Gillain, R.; Amante, Susana; Fidalgo, SusanaPedagogical innovation in higher education is a delicate subject that has already been the object of many studies. Today, it is clear that students must play a very active role in their own learning, in a process that is both increasingly individualised and collaborative, in line with the ever-changing demands of the labour market and society as a whole. Pedagogical innovation can be based on various active methodologies which rest upon numerous tools, among which digital tools currently hold a prominent place. However, it is undeniable that the various studies have attempted to draw firm conclusions about the advantages and disadvantages of the different methodologies. What's more, there are so many digital tools readily available to users on the internet that it is often difficult to make a reasoned choice that will guarantee real benefits in terms of learning outcomes right from the beginning of the work with students. In fact, each student has their own particular needs and reactions. This means that teachers need to be highly flexible and able to quickly adapt the teaching sequences they had prepared. They also need to be familiar with a wide range of active methodologies and digital tools to support students' work and they have to be constantly updated to keep pace with the demands of emerging technologies. The challenges are many, but they guarantee motivation for all those involved in the educational process. This article is intended as a contribution to the discussion on the implementation of active methodologies for foreign language (FL) learning in higher education, supported by a wide range of up-to-date digital tools. The experiment presented, which is the result of projects developed at the School of Education of the Polytechnic Institute of Viseu (Portugal), took place during the second semester of the 23-24 academic year, as part of a FL curricular unit (English and French) of the 3-year degree course in Media Studies, with a group of 25 second-year students. The general aim of this curricular unit is to deepen the communicative skills pertaining to the career paths of these students, by mobilising the professional skills of these forthcoming media professionals. Other skills, such as the cultural and intercultural skills inherent to FL, are also worked on. The preferred methodologies are project-based learning, mobile learning, flipped learning, gamification and peer assessment, within a collaborative and constructive environment. In addition to these obvious hard skills, soft skills such as creativity, flexibility, empathy, critical thinking, interpersonal skills are all part of the learning progress. The study shows the evolution of the didactic sequence developed at the beginning of the semester, justifies the decisions taken towards the achievement of positive didactic repercussions particularly with regard to the choice of the digital tools used (for the production and dissemination of documents drawn up by the students or for gamification), systematises the reasons for the adaptation throughout the semester and outlines the difficulties encountered, as well as the advantages of these teaching choices from the point of view of the student, the teacher and the assessment procedures. It concludes with prospects for future research, in particular by considering AI as an inevitable asset within teaching- learning contexts.
- Dar abrigo à dor e à perda: o papel do livro-álbum em contexto educativoPublication . Melão, DulceNos últimos anos, o contexto pandémico permeou de incertezas o quotidiano, tendo como consequência inúmeras perdas, eivadas de dor. A literatura para a infância, porto de abrigo de generosidades, pode auxiliar a sua compreensão. A tal luz, tendo como matéria-prima O rapaz e o gorila (Kramer, 2022), procura-se: i) investigar o modo como este livro-álbum reverbera dimensões do cuidar da perda; ii) analisar o papel do espaço representado nas ilustrações, abrigando o luto; iii) aferir a relevância da sua abordagem em contexto escolar, no que respeita à conciliação da Educação Literária com a Educação para a Cidadania Global. O enquadramento teórico do artigo é sustentado: i) em relatórios internacionais tendo como foco a ética do cuidado e a Educação para a Cidadania Global (UNESCO, 2016; 2021); ii) na literatura de especialidade focando temas fraturantes na literatura para a infância (Barros & Azevedo, 2019; Kenfel & House, 2020). No que à metodologia diz respeito, optou-se, por um lado, pela exploração do tecido peritextual e, por outro, pelo descortinar da plurissignificação resultante do acolhimento dado na obra aos espaços representados, configurando propostas de itinerários poéticos. Conclui-se que este livro-álbum possibilita abrir caminhos ternos de compreensão da perda, nutrindo a empatia, e podendo assumir um papel relevante em contexto educativo, face aos percursos propostos.
- Cultivar a empatia com o livro-álbum contemporâneoPublication . Melão, DulceÉ crescente a valorização da empatia nas práticas educativas hodiernas, face à necessidade de promover uma compreensão mais apurada das relações estabelecidas no quotidiano. Neste artigo, tomando como matéria-prima o livro-álbum A menina que reparava em tudo, da autoria de Jane Porter, sugerem-se caminhos de leitura que possam contribuir para o fomento do cultivo da empatia, possibilitando o germinar do cuidado. Parte-se de um referencial teórico que privilegia o diálogo do papel do livro-álbum na Educação com relatórios internacionais relativos à Educação para a Cidadania Global, ao Desenvolvimento Humano e à reescrita dos futuros da Educação. Dois objetivos principais norteiam o processo de indagação levado a cabo: i) sugerir caminhos de leitura que potenciem a descoberta do detalhe conferido ao cuidado como via de compreensão da empatia; ii) investigar a relação promovida pelo diálogo texto/ilustrações como convite à participação ativa na interação bondosa com os Outros. Conclui-se que a obra selecionada convoca inúmeros périplos do olhar que possibilitam cultivar a empatia e compreender os veios de cuidado de que se reveste.
- Children's literature and inclusion: proposals for reading Damião, the hurricane mole by Anna LlenasPublication . Melão, DulceChildren's literature can help promote an understanding of the need to recognize differences as means of revealing their extraordinary richness. The contemporary challenges and threats to the consolidation of respect for human rights are compelling arguments for continuing, with firmness, to look to children's literature to redesign these paths. In the light of the above, this paper, centered on the Damião, the hurricane mole, by Anna Llenas (2017), seeks to investigate the ways in which the narrative can provide a basis for reflection on empathy as a fundamental path to include Others, as well as to shed light to the itineraries of care inscribed in the peritextual apparatus of this picturebook, fostering the development of socio-emotional competences that generate inclusive and just societies. The theoretical framework of this paper draws from the importance of children's literature in education today, as well as the contribution of literary education for understanding the importance of inclusion, along with increasing the refinement of aesthetic appreciation. The analysis carried out leads us to conclude that this picturebook allows us to explore ways of understanding inclusion in its many facets in a pleasurable way and helps children to adopt positions of active citizenship. Furthermore, the illustrations play a decisive role to increase the possibilities of understanding the multiple paths of care involved in the richness of welcoming Others, instigating critical thinking.
- Picturebooks in primary education: didatic paths of shared readingPublication . Melão, DulceThe central role of books in early childhood education and primary education is widely recognized, due to the ways in which they welcome children and give them access to paths of curiosity and imagination, promoting critical thinking. Aspects relating to the materiality of the book have become increasingly important, given the growing investment by publishers in high-quality aesthetic objects that make reading more appealing. Picturebooks are gaining relevance in this context, given the metamorphoses they are increasingly undergoing, fostering plural readings that echo multiple realities to be rediscovered by readers. This paper, taking as its raw material the picturebooks Little sheep give me wool, by Isabel Minhós Martins and My incredible knitting nana, by Rowena Blyth, seeks to investigate the role of peritexts in the construction of a multifaceted network of affections that can promote the cultivation of kindness and analyze the ways in which dialogues instigated by the text/image interconnection can support shared reading practices that increase the pleasure of reading, along paths that foster children's aesthetic sensibility. To fulfil these goals, the theoretical framework of this paper draws from specialized literature focused on the current relevance of the picturebook in education and the unusual characteristics it brings together, as well as curricular guidelines for primary education in Portugal. In addition, the contribution of international reports that focus on education for global citizenship is considered, to increase the understanding of the didactic paths suggested and to provide tools for thinking about the role picturebooks play for its implementation and development. The analysis carried out allow us to infer that both picturebooks provide ample material for exploring reading paths that can contribute greatly to building educational practices that are nourished by welcoming Others, as the guiding principle for responsible and active citizenship futures. The poetic nature of these picturebooks, coupled with the chords of tenderness that reverberate through them, could become one of the veins of such an axis, and hopefully nurture the cultivation of kindness. Providing pre-service and in-service teachers with the means to select picturebooks that bring together aesthetic enhancement and themes that promote it should therefore continue to be one of the fundamental objectives of their training, which is constantly changing in the face of the unexpected and growing challenges of today's society.
- Learning foreign languages for specific purposes in the digital age in Portugal, and the problematics of skills for social and economic challengesPublication . Delplancq, Véronique; Costa Lopes, Ana Maria; Fidalgo, SusanaThe teaching/learning of foreign languages (FL) in Higher Education (HE) has undergone a huge evolution due to the constant need for innovation and adaptation to the current contexts of globalization and rapid technological progress. The demands of society and the job market require one to rethink the skills to be developed during academic training and the role and practices of teachers. The position of students as active actors in the teaching-learning process needs to be reviewed, followed by a readjustment of the interactions between those involved. FL plays a fundamental role in the internationalization of HE and in preparing students to take on the responsibilities of 21st century citizens and highly qualified and competent professionals. As it is well known today, teaching a language is not just about developing vocabulary: it must enable the acquisition of various other skills, particularly in terms of intercultural communication, which is crucial for keeping up with new economic and social challenges. In this context, this article aims to highlight the path taken in the curricular units (CU) of FL at the School of Education (ESEV) of the Polytechnic Institute of Viseu (IPV) (Portugal) in the undergraduate Media Studies course, based on the various projects implemented in an articulated manner and developed by international and multidisciplinary teams with the support of the Center for Studies in Education and Innovation of the aforementioned Institution. The LEE project highlights the needs of companies/ businesses in the Viseu region in terms of FL, as well as professional development based on FL practice. The JASM project shows how to combine learning FL for specific purposes, through projects, with digital tools. The APSASeG project also focuses on active FL learning in HE with the gamification of teaching based on serious games. In addition to a reflection on the conclusions of each project in terms of learning practices, we discuss the key competences to be worked on with the students at issue, the evolution of these competences considering the rapid progress of Artificial Intelligence (AI) and the best way to deepen and enhance competences associated with those inherent in FL learning. The conclusion is in line with recent European recommendations, in terms of FL practice, for the development of multicultural and intercultural competences.
- “Receção do pensamento de António Sardinha nas revistas Brasileiras: A Ordem, América Brasileira e Diário de Pernambuco”.Publication . Relvas, Susana RochaA receção e influência do Integralismo Lusitano no Brasil, iniciado na década de vinte, com a distribuição da revista Nação Portuguesa em terras de Vera Cruz, é protagonizada por uma plêiade de políticos e escritores brasileiros que divulgam o pensamento de António Sardinha na imprensa, intensificam o diálogo epistolar e intercambiam livros e revistas. São eles Gilberto Freire, Oliveira Lima, Jackson de Figueiredo e Elysio de Carvalho que nas páginas de A Ordem, América Brasileira e Diário de Pernambuco, serão unânimes na admiração pelo poeta, revisor da história nacional e criador de um sistema politico e cultural hispânico que dará os seus frutos nas décadas seguintes.
- Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior (JASM)Publication . Costa Lopes, Ana Maria; Costa, Cristina Amaro Da; Coutinho, Emília; Oliveira, Isabel; Pereira, José; Gillain, Romain; Amante, Susana; Fidalgo, Susana; Relvas, Susana; Delplancq, VéroniqueA inovação das suas práticas é um dos desafios atuais do Ensino Superior (ES), perspetivando as exigências do mercado do trabalho, a sua rápida evolução e a variedade de capacidades requeridas. O estudante é ator ativo da sua aprendizagem, nesta mudança de paradigma. Forte motivação para os estudantes do século XXI e estimulação da mobilização de competências em diversas áreas, a criação de narrativas digitais não lineares dinâmicas com o Korsakow 6 revelou ser uma ferramenta poderosa na aprendizagem ativa das línguas estrangeiras. O projeto JASM (Janela aberta sobre o mundo: LE, criatividade multimodal e inovação pedagógica no ES), desenvolvido por uma equipa pluridisciplinar de docentes do ES, utiliza esta plataforma para a produção de curtas-metragens, em francês e inglês, por estudantes do curso de licenciatura em Comunicação Social da Escola Superior de Educação de Viseu (ESEV). O percurso de vida e as tradições de imigrantes em Viseu são as bases do trabalho. As abordagens diversas, de criação e de diferentes modos, com o objetivo de desenvolver, nos estudantes, uma consciência multilingue e multicultural, num ambiente criativo, colaborativo e interdisciplinar constituem as originalidades do projeto. O recurso às novas tecnologias contribuiu para a renovação de práticas e para a motivação dos aprendizes, o aumento do empenho e a melhoria das performances. O papel do docente transitou de elemento centralizador para orientador do processo de aprendizagem, mais disponível e mais flexível.